Easy
Proper for
Carlisle:

he Teacher's Assistant in En lish Com osition· or
Writing Themes and Composing Exercises on Subjects
Improvement of Youth of Both Sexes at School.
George Kline, 1808.
Preface.

The present Work is the offspring of necessity.
Being engaged
for several years in teaching young people a method of writing their
thoughts on common subjects, I was desirous of availing myself of the
labours of those who had gone before me, but was disappointed; not a
work could I find in our language which afforded me any considerable
assistance: . . . . After various inquiries, therefore, I found my ~ elf
under the necessity of composing something of my own; and the present
Work is the result of it.
What can be the reason of such a scarcity of books on this
subject, it is not easy to determine . Surely the power of putting
our thoughts upon paper in a clear and agreeable manner, is of
sufficient importance in life to form part of a polite education; nor
can it be denied that this, like every other accomplishment, is in a
great measure to be at~~~d by rules and ractice.
I~ is well known
by those who have stud ~uman · n
e, that whatever is (R~g e 1) to
be gained by habit can scarcely be taught too early; and ye the
habit of expressing our thoughts in an easy ~egular way is
generally either entirely neglected, or the ~ ing thou ht of in a
course of education.
It is a great mistake to suppose ~han an
advanced age only can enter · upon this part of instructio n : The
moment young people can read fluently, and talk upon common subjects,
they may be enabled to write upon them; and nothing but the habi
wanting.
It is true the ath must be smoothed
:i:_.t.he :m..;
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what they write must be in- used into
,
e in u se- must be of the easiest kind, and so
connected that one part will naturally suggest another: when a
subject is thus prepared, it will be easy, even for_ cbi~ d ~ - set
it down from memory upon paper; and when once a h~bit of doing this
is- a c_qu.'red th§_greatest diff1 culty is over.
By degrees they will
~ supp} y,_w ith t ~ eir ow~ word~ t~o se-they do not remember, and
oon be
. t hink upon a sub] ect- for the
e difficu
n exercise of this kind, without
preparing it by the easiest and most gradual advances, is the
principal r ie-a-s eR- w
·
'-s so uch- ne<g:J:.e Gt-e - bot-h- ]:;}¥ .u.p-i-1-S-a-l'l~
~J'.'.-S-· _-.Ji'fl o or er a young
eg inn
g ·-_
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t.e--t-he
insensible degrees as the body. Too strong exercise in either will
prevent the growth of both, just as the want of proper exercise in
either will infallibly hinder their arriving at the greatest degree
of strength they are capable of. To follow Nature, therefore, in

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that happy medium in which the excellence of almost every operation
lies, is the intention of the following Work. How I have succeeded
in this intention m
~
st
left to the judgment of the Public, and
fr om their sentenc
heir 's no appeal. (page 5)

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Introduction
Directions to Parents and Preceptors, in the Use of the
following Work.

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the first place, the rules in prose must be written out by the
up il, and explained more fully by the teacher. The rules versified
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~st also be copied and explained, by comparing them with the prose;
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~er which the pupil must get them by heart.
In the next place, the teacher must read over the Theme
d i stinctly to the pupil, observing the correspondence of each part
wi th the rules. When this is done, the teacher should talk over the
, . Th eme to the pupil, by making use of his own words in as familiar a
ma nner as possible; after which he should read the Theme over a
second time to the pupil, and then leave him to put it down from
memory as well as he is able .
It will be necessary for the pupil to have a book in quarto,
l ~ ke a copy-book, and to write his exercise on the left hand page:
i = he should write more than one page will hold, he should turn over
t h e leaf and continue to write on the left hand page, and so on till
t~ e Theme is finished.
The teacher should then ins ~t what is written, and corre
w~is-im~per, rather by giving the pupils - t: ought a proper turn
€.!an changing it for more accurate; for it is the pupil's idea which
:B. o..ight to be "taught how to shoot," as an idea thus humored will <;gase
~ thrive much better in the human mind than one that is not a naive
~ the soil.
Care should therefore be taken that the teacher do not
affect too elegant a style in his corrections, but, as much as
}X>Ssible, to make them of a piece with the pupil's own production.
(F N from Quintilian:
"Quintilian excellently observes, "that
1.:uxuriance in juvenile composition is an infinitely better sign than
sterility. Teachers should not aim at too great correctness, which
rray possibly cramp the genius too much, by rendering the pupil timid
and diffident; or perhaps discourage him altogether, by producing
absolute despair of arriving at any degree of perfection."
When the Theme is thus corrected, the pupil should be ordered to
c opy it out fair, with all the improvements, upon the right-hand
Gpposite page, that the original and the corrected copy may face each
~,
o ther; and this going over the Theme a second time will imprint the
c orrections in the pupil's mind, and insensibly make them his own.
After the Theme is first read over and explained, it would be
a dvisable to set the pupil upon writing it as soon as possible, that
~ t may not slip out of his memory.
Perhaps it would not be without its use to desire the pupil to
~rite his first s etch u on a bit of loose paper, and to leave it
t ill the next morning, when he may try to ma e improvements of his /~

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own, and recollect sometbj.ng more of the Theme that was iven him:
)
he may do the same another morn ing, and--tn~l'llie should copy what ne
has done upon the left-hand page of his book of exercises for the
inspection of the teacher. This method, if I am not mistaken, will
in some measure take away the difficulty which arises from the
thought of doing his best at first, ·and make him enter (page 7) on
his exercise with more ease and alacrity than if he wer ~ Cb b~ in it
in a more formal manner in his book. "These little things," as Dr.
Goldsmith observes on another occasion, "are great to little man;"
and some of the best practical moral philosophers have laid the
greatest stress upon the doctrine of associations.
As the capacities of pupils are very different, a very different
method should be adopted in teaching them; but scarcely, in any part
of education, can instruction be given in classes with so little
convenience as in writing Themes. Particular care, therefore, should
be taken to et
lass be small, and to form them of such pupils
as have nearly the same capacity. If a whole Theme should be too
difficult either for a single pupil or a class, let them only have
the three first parts given them for the first exercise, and the four
last for a second: if this should be found too hard, it may be
advisable to give them but two parts at a time. Nay, for those who
have almost an invincible repugnance to this sort of exercise (which
is often the case), a single part at a time may be enough to begin
with. "Divide and conquer," as Dr. Johnson observes, "is a maxim
true in letters as well as "in politics;" and we should always keep
in view a rule of the greatest importance in teaching, that the
advances in a difficult art cannot be too easy and gradual.
The attentive teacher will observe, that every Theme, Subject,
and Essay, has an instructive and moral tendency; and if he is at
first dipleased with the want of ease and elegance in the language
and style, he will easily recollect that such a style would have been
unsuitable to the capacities of young people just beginning to put
their thoughts on paper, and that the first aim of their teache:i:::_
ought to be, to enable (!fge 8 ~ them to ex ress some of the most
oovi-ous- r eas ln-tne-mo--s ~ o v ious words. The very elegant s yle of
-Mr . Add i son would in this case be too delicate to meet their
apprehension: his most ingenious turns of thought would be lost upon
them; and some of the finest passages in his Spectators might be read
to them, without their being able to carry away with them a single
idea.
The first object, therefore, in the following Work was, to
convey clear and prominent ideas; to arrange these ideas in such a
manner as to make one thought suggest another; to give as much
imagery to the thought as possible, that a picture might remain in
the mind of the pupil which would enable him to clothe it in words,
when the more refined and sentimental part of the subject might
escape him. In short, it is the business of the teacher, in this
case, to embody thought and sentiment as much as possible, and, as
Shakespeare finely says, "To give to airy nothing/A local habitation
and a name . "
In the course of this Work I have derived so little assistance
from other writers that I might perhaps pass uncensured for
plagiarism if I were to be silent on this head; but candour obliges
me to confess some obligation to Knox's Essays, to Jones's Letters

from a Tutor to his Pupil, to Letters from Honoria to Marianne, to
Bright's Praxis, and perhaps to a few others scarcely worth
mentioning.
But most of these I have been obliged to modify in such
a manner as to make them more suitable for an exercise; but by far
the greater part, with all their faults, are my own; and it remains
with the Public to judge whether, upon the whole, I hae added any
thing to the stock of instruction, and have met the wants of parents
and teachers in this very important part of education. {paKe 9)
It is presumed, that by the time the pupil has wri t:ie tRe
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Themes and the regular Subjects, or those which proceed by parts,
according to the rules, he will be enabled to give his mind a little
scope, bY._producing something _!!lore like an essay.
It is hoped that the present Work wil r-o e - ouna-u-~eful, not only
to those who are under the care of a teacher, but to those who wish
to
themselves. To these it ma be observed, that if they

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e pupi to read a
in Addison, and endeavour to imitate it in the manner above
noticed. This, for pupils far advanced, is undoubtedly an excellent
practice; but for the younger class of pupils, as we have before
observed, Mr. Addison's language seems too elegant and (if I may use
the expression) too untangible. A regular chain of thinking, and a
coarser and more palpable choice of words, seem best calculated for
the improvement of beginners in the art.
It need scarcely be observed, that it
importance that
·
So difficult an
thoughts, that young people will risk everything to ease themselves
of the burden. This book, therefore, should be carefully kept from
ruf~ATH them; as even one of them in a school, if the teacher's eye be not
~·; upon them while they write, will be sufficient to frustrate his
expectations. The rules, (paqe lOi therefore, should be written out
only by the teacher, and givih t o he pupil to copy, without
permitting him to see the book; and even if the teacher were to copy
out the Theme or Subject, and read it in manuscript to the pupil, it
might probably have a good effect on his mind; as it might lead him
to suppose there was no such book in being, and give him that idea of
rarity and worth which manuscript generally carries with it above
what is in print. (page 11)

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Of A theme, and the Parts of which it is composed.
A theme is the p__rovinq of some truth. After the theme or truth
is laid down, the proof consists of the following parts:
1st, The Proposition, or Narrative; where we shew the meaning of
the Theme, by amplifying, paraphrasing, or exmlaining it more at
large.
2d, The Reason; where we prove the truth of the Theme by some

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reason or argument.
3d, The Confirmation; where we shew the unreasonableness of the
contrary opinion; or if we cannot do that, we try to bring some other
reason in support of the former.
4th, The Simile; where we bring in something in Nature or Art
similar to what is affirmed in our Theme, for illustrating the truth
of it.
5th, The Example; where we bring instances from History to
corroborate the truth of our Theme.
6th, The Testimony or Quotation; where we bring in proverbial
sentences, or passages from good authors, which shew that others
think as we do.
7th, The Conclusion; when we sum up the whole, and shew the
practical use of the Theme, by concluding with some petinent
observation. (page 14)
The Rules versified.
The Theme at large the Proposition gives,
And the same thought in other words conceives"
The Reason shews the Proposition's true,
By bringing arguments and proofs to view:
The Confirmation proves th' opinion's right,
By shewing how absurd's the opposite.
If that's not to be done, it tries t'explore
Some proof in aid of what was giv'n before.
The Simile an apt resemblance brings,
Which shews the Theme is true in other things:
Th'Example, instances from history draws,
That by mankind's experience prove our cause:
The Testimony to the Wise appeals,
And by their suffrage our opinion seals.
Some useful observation comes at last,'
As a Conclusion drawn from what is past.
(page 15)
Advertisement.
Notwithstanding that the Theme, from the regularity of its form,
seems to be the easiest species of composition, I am much deceived,
however, if upon trial this is always found to be the case. A Theme
is the proving of some truth, and that closeness of thinking which
argument requires demands a greater maturity of the faculties than a
subject which is merely narrative or descriptive, and were we are not
so strictly tied down to a unity of design. I would therefore
recommend it to the teacher, if the pupil finds the Theme too
difficult at first, to take him to the Regular Subject; and if this
should not be sufficiently easy, to carry him to the Easy Essay, and
without restricting him too rigidly to the several parts, to require
of him only what he can collect upon the whole. This advice seems to
imply, that I have made an inverted arrangement of the points in
question; but it may be observed, that this order is easily altered,
and that, where the pupil has a sufficient capacity, it is really the

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best.
give a precision of thinking, and to keep the mind
from wandering too widely from the subject, which many pupils are apt
to do, who have a great facilit of ex ression but want a closeness
of thinkin .
e proprie y of this order, therefore, must depen o
capacity of the pupil; and to this point must all the care of the
teacher be directed.
Sample theme topics: Well begun is half done.
Perseverance
generally prevails. Nip sin in the bud (example used as evidence is
from Macbeth). Make no more haste than good speed.
'Tis ill playing
with edged tools. No art can be acquired without rules.
(As art is
the power of doing any thing in the best and mot expeditious manner;
the way to acquire this power is to observe those methods which have
been adopted by artists, and to follow them.) (p 31)
REGULAR SUBJECTS
On a subject, and the method of treating it.
The Definition; the Cause; the Antiquity, or Novelty; the
Universality, or Locality; the Effects; namely, the goodness or
badness, or the advantages or disadvantages.
1st, If your subject require explanation, define or explain it
more at tagre .
2n ~ Sh ew what is the cause of your subject; that is, what is
the occasion of it, or what it is drived from.
3d, Shew whether your subject be ancient or modern; that is,
what it as in ancient times, and what it is at presnet.
4th, Shew whether your subject relates to the whole world, or
only to a particular part of it.
5th. Examine whether your subject be good or bad; shew wherein
its goodness or badness consists, and what are the advantages or
disadvantages that arise from it. (p 48)
The rules for treating a subject versified.
If first your subject definition need,
Define your subject first, and then proceed:
Thus Education, more at large defin'd,
Becomes the culture of the human mind.
Next, if you can, find out your subject's cause;
And shew from whence its origin it draws:
And thus if Education's cause be trac'd,
It will be found in love parental plac'd.
Ancient or modern may your subject be;
Pursue it, therefore, to antiquity:
Thus, Education ever will appear
T'have been the Ancients' first and greatest care.
Your subject may to distant nations roam'Or else relate to objects
nearer home:
Thus, idfferent modes of Education yield,
To every writer's thoughts, an ample field.

The subject which you treat is is good or ill,
or else a mixture of each principle:
Good Education ranks us with the best;
While bad degrades the man below the beast,
And ere your subject a conclusion know,
Th' advantage or the disadvantage shew. (p 49)
Advertisement.
There are few subjects that will admit of being treated in so regular
a way as to be viewed in all the points t t down in the rules.
I
have been at no small pains to collects ' any as I have done; and,
even in a few of these, I have been obli ed to drop some of the
points: but as there is not any subject which may not be considered
in two or three of these points of view, I flatter myself the method
here adopted will ,be found useful to young people, who must generally
be furnised (sic) with some hints to be able to say anything upon any
--~~~·ue~c~t.
I have errd avoure also to p ace the easiest subJec
1rs ,
but am n t sure I have always succeeded:
I wish the Teacher to use
his own judgment in this respect, to be particularly attentive to the
capacity of his pupil, and to give him, two, three, or more points,
as he finds his capacity equal to it.
I doubt not but a great degree of stiffness will be sometimes
perceived, by endeavouring to bring all the points to bear on some of
the subjects; when, when it is recollected that the object of the
present work is not so much to form the style, as to furnish matter
for writing, it is hoped the stiffness will be overlooked. Ease is
the complition (sic) of every operation of art, and therefore ought
not to be expected in the beginning. p. 50
Sample subjects. OQ__ Education (educ is one of the most important
concerns of society) . On Government (Government is that order among
rational creatures which produces almost all the benefits they enjoy)
On War (scourge of all men). On Peace (ultimate wish of all men).
On Philosophy. on Gaming.
EASY ESSAYS
Advertisement
The following Essays cannot be reduced to the same rules as the
foregoing Regular Subjects; and the pupil therefore, may feel a want
of the assistance which these rules afforded him.
For which reason,
I emagined, (sic) that dividing eash Essay into its principal
component parts, and giving to each part an abridgement of its
contents, would, in some measure, assist the memory, and remedy the
want of rules.
I would, therefore, advise the teacher, after he has read the
Essay to the pupil the first time, then talked it over, and read it
again to him the second time, to repeat distinctly the several heads
of the Essay, as set down at the bottom of the page. Thus, after
having read and explained the first Essay, On the importance of a
Well-spent Youth, I would have him remark distinctly the number of

heads, and say, the first head is "All desire to arrive at old age,
but few think of gaining those virtues which alone can make it
happy." The next is That "Life is a building, and youth the
foundation." The next--"All the latter stages of life depend upon a
good use of the former"--The last--"Age therefore, requires a well
spent youth to make it happy."
Perhaps if these abridged contents were to be repeated by the
teacher before each head in the second reading, as well as after the
whole is read, it might tend to imprint the subject more strongly;
but I would by no means advise him to suffer the pupil to take them
down in writing."
(page 83)
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Other easy essay t d pics: On the Necessity of Submission to Teachers.
on Di 'er.~~s~ Time. On Modesty (Cicero tellus us he never had a
good opinion of a young orator who did not display modesty) . On
Flattery. On the Folly of Indulging the Passion of Anger.
NARRATIVE
Advertisement
There is another method of training young people to write, which
is perhaps easier than any of the foregoing, and that is Narrative.
All who have the use of reason, can relate a transaction in the
manner they have heard it; and though to do this to the best
advantage is not a very easy task, yet to do it tolerably is perhaps
less difficult than any other species of composition. For this
reason, I have thought proper to give some specimens of the
Narrative; that nothing might be left untried to induce youth to the
habit of writing down their thoughts on whatever might be the easiest
to them at first.
Nothing so easy to comprehend and retain as a
story, and therefore nothing so easy to write down from memory.
I
would therefore advise the teacher to read over something of this
kind to the pupil, and, if possible, to make him tell it over again,
and to order him to write it down from memory. This should be
corrected and re-written, like the other exercises, and repeated till
a facility is obtained, and an ability of proceeding to something
more difficult.
In order to induce the pupil to exercise his imagination, I
would advice (sic) the teacher to give him first a short narrative,
and after he had done that to give him the same story amplified:
for
which purpose I have given him some example of both these kinds,
which, if the teacher finds to be useful, may, with very little
trouble, be multiplied at pleasure.
(p. 152)
Sample narratives:
Fidelity respected by Enemies (about Battle of
Philippi)
Filial Piety rewarded. The false Happiness of Tyrants
(Dionysius and Damocles).

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SKETCHES AND OUTLINES IN

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Advertisement
In teaching to write Exercises, I have often observed that the most
difficult part of the composition is the connectives. If a pupil,
therefore, of the lower class, seems remarkable(sic) backward in
writing, perhaps it might not be improper to direct him to make his
sentences as short as possible, and, instead of tacking one member to
another in a long chain by relatives and conjunctions, to relate his
story by sort detached members(sic). When he has done this, the
' teacher may shew him how these connectives may be supplied, and, by
copying over the exercise thus connected and perfect
e may be led
__te--a--us-e-e.f~ ectives by himself.
ske
·
·
~~ls have an almost invina1pl~ repugnance to
putting down their thoughts upon paper, ever~~thod, and even every
strategem should be made use of to induce them to try at it:
for
i ch purpose, I have often thought that if a short simple story were
red fr. o them, and then a pa er given them with t e_ La ad.in g ords of
t e/stQ!:y written at ce_ ta:Gi:.:O.uu; ances, and left for
em to fill up, - - it w~u
e an eas means of br
to undertake that
This may be called
n the same manner as a drawingture which he leaves for the pupil
and there seems to be no reason why one method should not
be as conductive(sic) to improvement in writing, as the other in
drawing, Both these modes of writing will be exemplified in the
following pages.
(page 166)

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Sample topic: Courage and Judgement united in Necessity (story of
Roman battle with the Albans)
Friendship Continuing After Death
(friendship of Titus Volumnius and Marcus Lucullus)

